Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration into the Music Classroom

Autor/in	Coss, Roger G.
Titel	Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration into the Music Classroom
Quelle	In: General Music Today, 33 (2019) 1, S.29-37 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-3713
DOI	10.1177/1048371319840654
Schlagwörter	Creative Thinking; Music; Music Education; Musical Composition; Creative Activities; Music Teachers; Musical Instruments + Suchen Sie Ihr Suchwort? Kreatives Denken; Musik; Musikerziehung; Komponieren; Music; Teacher; Teachers; Musiklehrer; Musikinstrument
Abstract	Research suggests that exploratory experiences in the music classroom are a crucial developmental stage as students begin making the kinds of decisions required of them during composition and improvisation. The aims of this article are to (1) articulate a rationale for exploratory learning experiences in the music classroom and (2) outline practical strategies for using exploration as a foundation for compositional and improvisational development. Drawing on the research of Peter Webster, John Kratus, and Maud Hickey, this article outlines group and individual strategies for setting up a listening walk, introducing students to invented notation, scaffolding exploratory learning experiences in the classroom, and provides resources for extending these lessons into composition and improvisation instruction. Embedding exploration into the music classroom empowers students to develop the mental flexibility, disposition, and skills needed for improvising and composing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01